AQA GCSE 9-1 English Complete Revision & Practice

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AQA GCSE 9-1 English Language & Literature

AQA GCSE 9-1 English Language & Literature Complete Revision & Practice 3 books in 1 – revision guide, workbook & practice paper Revision guide giving clear and concise coverage of every topic Workbook with topic-by-topic practice Exam-style practice paper with answers Free ebook

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Complete Revision & Practice

AQA GCSE 9-1

AQA GCSE 9-1

English Language & Literature Complete Revision & Practice

3 books in 1 Revision guide, workbook & practice paper

28/04/2020 14:03

About this Revision & Practice book Revise Quick Test

These pages provide a recap of everything you need to know for each topic.

You should read through all the information before taking the Quick Test at the end. This will test whether you can recall the key facts.

Insert the correct punctuation: 1. Wheres my hamster Leo cried 2. He had gone there was no doubt about it 3. Maureen who lived next door searched her bins 4. Maureens son found Hammy in the kitchen

Practise These topic-based questions appear shortly after the revision pages for each topic and will test whether you have understood the topic. If you get any of the questions wrong, make sure you read the correct answer carefully.

Review These topic-based questions appear later in the book, allowing you to revisit the topic and test how well you have remembered the information. If you get any of the questions wrong, make sure you read the correct answer carefully.

Mix it Up These pages feature a mix of questions for all the different topics, just like you would get in an exam.

They will make sure you can recall the relevant information to answer a question without being told which topic it relates to.

Test Yourself on the Go Visit our website at collins.co.uk/collinsGCSErevision and print off a set of flashcards. These pocket-sized cards feature questions and answers so that you can test yourself on all the key facts anytime and anywhere.

You will also find lots more information about the advantages of spaced practice and how to plan for it.

Workbook This section features even more topic-based questions as well as practice exam papers, providing two further practice opportunities for each topic to guarantee the best results.

ebook To access the ebook revision guide visit

collins.co.uk/ebooks and follow the step-by-step instructions.

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Contents Revise

Practise

Key Concepts from Key Stage 3

Review p. 4

Key Technical Skills: Writing Spelling Punctuation Sentence Structure Text Structure and Organization Standard English and Grammar

p. 6 p. 8 p. 10 p. 12 p. 14

p. 16 p. 16 p. 16 p. 16 p. 16

p. 32 p. 32 p. 32 p. 32 p. 32

p. 18 p. 20 p. 22 p. 24 p. 26 p. 28 p. 30

p. 34 p. 34 p. 34 p. 34 p. 34 p. 34 p. 34

p. 44 p. 44 p. 44 p. 44 p. 44 p. 44 p. 44

p. 36 p. 38 p. 40 p. 42

p. 46 p. 46 p. 47 p. 47

p. 56 p. 56 p. 57 p. 57

p. 48 p. 50 p. 52 p. 54

p. 58 p. 58 p. 59 p. 59

p. 68 p. 68 p. 69 p. 69

p. 60 p. 62 p. 64 p. 66

p. 70 p. 70 p. 70 p. 70

p. 80 p. 80 p. 80 p. 80

p. 72 p. 74 p. 76 p. 78

p. 82 p. 82 p. 82 p. 82

p. 92 p. 92 p. 92 p. 92

p. 84 p. 86 p. 88 p. 90

p. 94 p. 94 p. 94 p. 94

p. 106 p. 106 p. 106 p. 106

Context Themes Language Form and Structure Unseen Poetry

p. 96 p. 98 p. 100 p. 102 p. 104

p. 108 p. 108 p. 108 p. 108 p. 108

p. 110 p. 110 p. 110 p. 110 p. 110

Mixed Exam-Style Questions Answers Glossary and Index

p. 112 p. 127 p. 142

Key Technical Skills: Reading Explicit Information and Ideas Implicit Information and Ideas Synthesis and Summary Referring to the Text Analysing Language 1 Analysing Language 2 Analysing Form and Structure

English Language 1 Creative Reading 1 Creative Reading 2 Narrative Writing Descriptive Writing

English Language 2 Reading Non-fiction 1 Reading Non-fiction 2 Writing Non-fiction 1 Writing Non-fiction 2

Shakespeare Context Themes Characters Language and Structure

The Nineteenth-Century Novel Context Themes Characters Language and Structure

Modern Texts Context Themes Characters Language and Structure

Poetry

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Contents

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Key Technical Skills: Writing

You must be able to: Spell basic and regular words Spell complex and irregular words.

s s

Spelling Ru ules t A lot of English spelling is regular, meaning it follows rules or patterns.

Here are some of the most useful rules. ‘i’ before ‘e’ except after ‘c’ t achieve t receive Changing the ‘y’ to ‘ie’ t Change the ‘y’ to ‘ie’ when adding ‘s’ to a word ending in ‘y’.

– berry – berries – pity – pities but only if there is a consonant before the ‘y’. If there is a vowel before the ‘y’, you just add ‘s’.

– boy – boys – say – says t Follow the same rule when you add ‘ed’.

– pity – pitied – play – played

Key Point Spelling matters: it helps you to make your meaning clear. You can – and should – work at improving your spelling.

t To form the plural of words that end in ‘o’, add ‘es’ (potatoes), except for words taken from Italian (pianos). t If a word ends in ‘s’ or a ‘buzzing‘ or ’hissing’ sound, add ‘es’ (glasses, dashes). t You can also learn when to double a letter before ‘ing’ or ‘ed’. t Look for other patterns and rules that will help your spelling and learn them.

Hom mophon nes t Homophones are words that sound the same but have different meanings. These cause a lot of problems. Here are some of the most common: – ‘Here’ means ‘in this place’: ‘It’s over here.’

– You hear with your ears: ‘I can hear you.’

– ‘There’ means ‘in that place’: ‘I put it over there.’ It is also used in phrases such as ‘there is’ and ‘there are’.

– ‘They’re’ is a contraction of ‘they are’: ‘They’re not really friends.’

– ‘Their’ means ‘belonging to them’: ‘They took all their things with them.’

– ‘Where’, like ‘here’ and ‘there’, refers to place: ‘Where do you think you’re going?’

6

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GCSE English Revision Guide

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– –

– – –

Revise

‘Wear’ is used about clothes etc.: ‘You wear your earrings on your ears’.

‘We’re and ‘were’ are not homophones but they often get mixed up: * ‘We’re’ is a contraction of ‘we are’: ‘We’re in the same class.’ * ‘Were’ is the past tense of ‘are’: ‘We were very happy there.’

‘To’ indicates direction: ‘He went to the cinema.’ It is also used as part of a verb: ‘I want to do this now.’

‘Too’ means excessively: ‘Too much’ or ‘too many’.

‘Two’ is the number 2: ‘There were two questions to choose from.’ aloud/allowed its/it’s (it is)

your/you’re

know/no

who’s/whose

Other commonly confused homophones include: knew/new

weather/whether

right/write

practise/practice

Key Point Identify the words you tend to get wrong. Make a list of them and set about learning them.

passed/past

t If you’re not sure about any of these, look up their meanings and practise using them in sentences. You might be able to think of others that give you trouble.

Spelling Sttrategies t Mnemonics are ways of remembering things. It can be useful to learn a phrase where the first letters of the words spell out the word you are trying to spell: – Big Elephants Can Always Upset Small Elephants (because). t Another useful trick is to isolate the part of the word that causes you trouble: – There is a rat in separate. t Or you might associate the spelling with the meaning of the word: – Necessary – it is necessary to wear one collar, two socks t Some letters are not pronounced clearly, if at all (silent letters). t Try splitting up the word and saying it slowly and carefully to yourself: – en-vir-on-ment – k-now-ledge.

Quick Test Identify the correct spelling from the alternatives given in the following sentences: 1. We had know/no idea wear/where we were going.

2. Its/it’s Monday today.

3. I can’t decide weather/whether to/two/too buy it or not.

4. Hurry up or you’ll miss football practice/practise.

Key Words consonant vowel plural homophone contraction past tense verb mnemonic isolate associate silent letter

Spelling: Revise

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Key Technical Skills: Writing 1

The following paragraph includes 10 incorrect spellings. Find them and rewrite them correctly.

We where hoping for good whether for Sports Day. Unfortunately, on Friday morning it was poring with rain. Luckily, by ten o’clock it was clear and sunny. I was very exited when I got to the stadium but I had a long weight for my race, the 200 meters. Their were eight of us in the final. I was in the inside lane, witch I don’t usually like, but I ran well round the bend and was second comming into the straight. As I crossed the line I was neck and neck with Jo. It wasn’t until the teacher congratulated me that I knew I had definately won.

[10] 2

The following five sentences have been written without punctuation.

Insert the correct punctuation. a) Peter Kowalski who was the tallest boy in the class easily won the high jump.

b) What are you doing in the sand pit shouted Miss O’Connor get out of there at once.

c) Francesca won medals for the long jump the high jump and the relay.

d) I wasnt entered in any of the races because Im hopeless at running.

e) Jonathan finished last however he was pleased with his time.

[5] 3

a) Change each of the following pairs of sentences into single sentences, using conjunctions. i)

Julia stayed off school. She had a stomach ache.

ii) He might be in the changing rooms. He might have already left.

b) Change the following pairs of sentences into single sentences using relative pronouns. i)

Michael announced the results. He has a really loud voice.

ii) The form with the best results won a cup. The cup was presented by Mr Cadogan.

16

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GCSE English Revision Guide

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Practise c) Turn the following three sentences into a single sentence. i)

Maria had won the discus competition. She went home early. She was feeling sick.

[5]

4

Rewrite the following sentences using Standard English. a) Me and Hayley is going to town tomorrow.

b) You guys can come wiv us if youse want.

c) We was well chuffed with what we bought.

d) I don’t know nothing about what they done at school.

e) I aint skiving off again coz I wanna get my GCSEs. [5] 5

Insert each of the following five connectives or discourse markers in the text below to help it to make sense.

however

as well as

also

as a result of

consequently

I am disgusted by the plan to close our library. (1) having a massive impact on our community, this act of vandalism shows how little interest the council has in education.

(2) this attitude, our children are being deprived of a wonderful resource.

Adults, especially older people, (3) benefit greatly from the library. The council says we can use Hartington Library, but that is much too far away for most pensioners.

(4) , they will lose what has become for many a real lifeline, making them feel part of the community. (5) , it does not have to be like this. There are other ways for the council to save money: we could start with cutting down on the Mayor’s free trips to America! [5] 6

Rewrite the following paragraph on a separate piece of paper, correcting errors in spelling, punctuation and grammar.

My first experiance of Bingley Park Library was when I was five. My grandmother, who were an avid reader, visitted the library every week and always borrowed four books. She read more or less anything but she especially liked detective story’s, gardening books, and film star’s biografies.

Naturally, she wanted the rest of her family to be as enthusiastic as she was about books therefore, as soon as I could read, me and her marched down to bingley park. It was an imposing and rather frightening edifice for a child of five, the librarian, Miss Maloney, was just as imposing and twice as intimidating.

Practise

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[10]

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Key Technical Skills: Writing 1 *OTFSU UIF DPSSFDUMZ TQFMMFE XPSE JO FBDI PG UIF GPMMPXJOH QBJST PG TFOUFODFT

a) except/accept

* EJE UIFN BMM @@@@@@@@@@ UIF MBTU POF

* @@@@@@@@@@ ZPVS BQPMPHZ

b) affect/effect

5IF XFBUIFS TFFNFE UP IBWF B CBE @@@@@@@@@@ PO FWFSZPOF T NPPE

* EPO U UIJOL UIF XFBUIFS XJMM @@@@@@@@@@ UIF SFTVMU

c) aloud/allowed

/PCPEZ JT @@@@@@@@@@ JO IFSF BU MVODIUJNF

.P SFBMMZ MJLFT SFBEJOH @@@@@@@@@@ JO DMBTT

d) write/right

/PCPEZ HPU UIF @@@@@@@@@@ BOTXFS

* MM @@@@@@@@@@ B MFUUFS BOE FYQMBJO

e) who’s/whose

)F DPVMEO U SFUVSO JU CFDBVTF IF EJEO U LOPX @@@@@@@@@@ DPBU JU XBT

5FMM NF @@@@@@@@@@ HPJOH BOE UIFO * MM EFDJEF

< >

2 3FXSJUF UIF GPMMPXJOH QBTTBHF PO B TFQBSBUF QJFDF PG QBQFS VTJOH UIF DPSSFDU QVODUVBUJPO

dont you think we should wait for him asked Eve not at all Henry replied he never waits for us well thatâ&#x20AC;&#x2122;s true Eve replied but he doesnâ&#x20AC;&#x2122;t know the way < >

3 3FXSJUF UIF GPMMPXJOH QBTTBHF PO B TFQBSBUF QJFDF PG QBQFS VTJOH B WBSJFUZ PG TJNQMF

DPNQPVOE BOE DPNQMFY TFOUFODFT BOEøBEEJOH XPSET JG OFDFTTBSZ UP NBLF JU NPSF FGGFDUJWF

< >

Henry and Eve waited for another ten minutes. Joel did not arrive. They left without him. They walked to the bus stop. There was no-one there. This suggested they had just missed the bus.

Henry was very annoyed with Joel. Eve told him to calm down. She told him to forget about Joel.

The journey was uneventful. They got off the bus by the lake. It looked eerie in the moonlight.

They sat down on a grassy bank. They took their sandwiches and drinks out of the bag. Henry felt a hand on his shoulder. < >

4 1JDL UIF å WF TFOUFODFT JO XIJDI UIF DPSSFDU GPSNT PG UIF WFSC BSF VTFE

a) :PV XBT SFBMMZ HPPE UPOJHIU b) .T (SFFOBMM UBVHIU NF IPX UP CPJM BO FHH

32

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GCSE English Revision Guide

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Review c) 5IFZ WF HPUUFO UXP NPSF LJUUFOT d) * LOFX UIF TPOH CFDBVTF XF IBE TVOH JU JO DMBTT e) * SVOH UIF CFMM UXJDF CVU OPCPEZ DPNF f) 4IF MBZ PO UIF TPGB VOUJM TIF GFMU CFUUFS g) * EPOF NZ IPNFXPSL BU CSFBL h) )F TBZT IF XPO U DPNF CFDBVTF IF T BMSFBEZ TFFO JU i) * IBWF EPOF XIBU ZPV BTLFE j) * N HPJOH UP MBZ EPXO IFSF GPS B XIJMF

< >

5 1VU UIF GPMMPXJOH OPVOT JOUP UIFJS QMVSBM GPSNT

a) QJ[[B

f) TUBEJVN

b) MBUDI

g) RVBMJUZ

c) NPTRVJUP

h) DIVSDI

d) TIFFQ

i) XPNBO

e) EPOLFZ

j) IZQPUIFTJT

< >

6 3FBSSBOHF UIF GPMMPXJOH QBSBHSBQIT TP UIBU UIF XIPMF MFUUFS NBLFT TFOTF

a) 5 IF OFYU UIJOH * LOFX UXP ZPVOH HJSMT XFSF MFBOJOH PWFS NF * N TPSSZ UP TBZ * UIPVHIU UIF XPSTU XIFO * TBX UIF SJOHT UISPVHI UIFJS OPTFT #VU UIFZ BTLFE NF JG * XBT BMM SJHIU BOE WFSZ HFOUMZ IFMQFE NF UP TUBOE VQ 0OF PG UIFN TUBZFE XJUI NF XIJMF UIF PUIFS XFOU JOUP UIF TIPQ BOE GFUDIFE B DIBJS 5IFO * OPUJDFE UIFSF XFSF UXP CPZT DBSFGVMMZ DPMMFDUJOH BMM NZ TIPQQJOH BOE CBHHJOH JU VQ b) 8 IFO JU XBT BMM DPMMFDUFE JO UIFZ DBMMFE B UBYJ UP UBLF NF IPNF * N TPSSZ UP TBZ * EJEO U BTL UIFJS OBNFT TP * E MJLF UP HJWF UIFN B CJH UIBOL ZPV UISPVHI ZPVS OFXTQBQFS 8IPFWFS ZPV BSF ZPV SF B SFBM DSFEJU UP #JMCFSSZ BOE UP ZPVS HFOFSBUJPO c) * XBT JO UPXO PO 8FEOFTEBZ UP EP NZ VTVBM TIPQ JO UIF TVQFSNBSLFU * HPU B MJUUMF NPSF UIBO VTVBM TP NZ CBHT XFSF SBUIFS IFBWZ "T * DBNF PVU PG UIF TIPQ * MPTU NZ CBMBODF BOE LFFMFE PWFS TQJMMJOH BMM NZ TIPQQJOH d) * XBTO U CBEMZ IVSU CVU JU XBT RVJUF B TIPDL * KVTU TBU UIFSF PO UIF QBWFNFOU TUVOOFE BOE OPU LOPXJOH XIBU UP EP e) * BN XSJUJOH UP FYQSFTT NZ UIBOLT UP B HSPVQ PG ZPVOH QFPQMF * NFU MBTU XFFL *U JTO U PGUFO XF IFBS HPPE UIJOHT BCPVU UFFOBHFST 8F SFBE TP NVDI BCPVU DSJNF BOE WBOEBMJTN ESJOLJOH BOE CBE NBOOFST UIBU XF DBO FBTJMZ FOE VQ UIJOLJOH UIF XPSTU PG BMM UFFOBHFST a)

b)

c)

d)

e)

< >

Review

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Contents Key Technical Skills: Writing Spelling Punctuation Sentence Structure Text Structure and Organization Standard English and Grammar

148 149 150 151 152

Key Technical Skills: Reading Explicit Information and Ideas Implicit Information and Ideas Synthesis and Summary Referring to the Text Analysing Language 1 Analysing Language 2 Analysing Form and Structure

153 154 155 157 158 159 160

English Language 1 Creative Reading 1 Creative Reading 2 Narrative Writing Descriptive Writing

161 162 163 164

English Language 2 Reading Non-fiction 1 and 2 Writing Non-fiction 1 and 2

165 166

Shakespeare Context and Themes Characters, Language and Structure

167 168

The Nineteenth-Century Novel Context and Themes Characters, Language and Structure

169 170

Modern Texts Context and Themes Characters, Language and Structure

146

171 172

GCSE English Workbook

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Contents Poetry Context and Themes Language, Form and Structure Unseen Poetry

173 174 175

Practice Exam Papers

177

Answers

201

Contents

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Key Technical Skills: Writing Spelling 1

Put the following words into their plural forms: a) tomato

b) birthday

c) soliloquy

d) family

e) parenthesis 2

[5]

Insert the correctly spelled word in each of the following pairs of sentences: a) Your/you’re not going out like that.

I asked

sister to bring it.

b) There/they’re/their are twenty-five people in the class.

They have all done homework but the right places.

c) Where/wear/we’re Turn it off or it will We have no idea going anyway.

out. it is but

e) To/too/two There were only exams sit but that was one many.

3

d) Past/passed I

not sitting in

him in the street an hour ago.

He walked right wasn’t there. f) Practice/practise If you don’t go to the be left out of the team.

me as if I

you’ll

If you want to improve you will have to every day.

[15]

The following passage includes ten incorrect spellings. Find them and circle them, then write the correct spellings below.

Last nite I went to the cinema with my friend Bob and his farther, Michael. The whole evening was not very succesfull. The cinema was very crouded and we had to sit seperately. Then, it turned out the film was in a forrein langauge and no-one could understand it. I think it was about the enviroment. Afterwards, Michael took us to a resturant were we had pizzas.

[10]

Total Marks

148

/ 30

GCSE English Workbook

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Key Technical Skills: Writing Punctuation 1

Punctuate the following passage using only commas and full stops. There should be a total of five punctuation marks.

Great Expectations one of the best-known novels by Charles Dickens is the story of Pip a boy who grows up in the marshes of Kent at the beginning of the story he meets an escaped convict in the churchyard where his parents are buried

[5] 2

Add ten apostrophes, where necessary, to the following passage:

At about ten o clock, we went to Romios for pizzas. Im not sure what Bobs pizza topping was but I had ham and pineapple. I wish I hadnt because later on I was sick in Michaels car. Its brand new and I thought hed be angry but he wasnt. Were not going there again.

[10] 3

Add a question mark, an exclamation mark, a colon, a semi-colon or parentheses (brackets) to the following clauses so that they make sense: a) Who was that masked man nobody knows. b) The cat slept quietly on the mat the dog slept noisily on the step. c) I don’t believe it that’s the first answer I’ve got. d) Annie deserved the prize she was the best baker by far. e) Jane and Elizabeth the two oldest Bennet sisters get married at the end.

[5]

Total Marks

Key Technical Skills: Writing

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/ 20

149

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